Lesson Title/Focus Subject/Gra de Level Unit

Physical Features and Resources Grade 5 Social Studies Physical Geography of anada

Date Time Duratio n Teache r

Dec. 5, 2013 60 min !arco D"#$ersa

OUTCO !S FRO
General Learnin% Outcomes& S*eci+ic Learnin% Outcomes&

"L#!RT" PROGR"

OF STUD$!S

'()& Students will demonstrate an understanding and appreciation of how the physical geography

and natural resources of Canada affect the quality of life of all Canadians.
'()()& "**reciate the variety and abundance o+ natural resources in Canada ,!R- LPP. '()(/& 0hat are major %eo%ra*hical re%ions- land+orms and bodies o+ 1ater in Canada ,LPP. '()(2& 3o1 are natural resources used- e4chan%ed and conserved in Canada ,!R- LPP.

L!"R5$5G O#6!CT$7!S
Students 1ill& 1. %dentify $arious natural resources in each pro$ince. 2. %dentify ma&or physical features of each pro$ince in anada. 3. '(plain the relationship )et*een the natural resources and industry *ithin each pro$ince.

"SS!SS !5TS
Observations& +or my introduction, % *ill o)ser$e the students as they first re$ie* and share a interesting fact that they learned in the prior class. #lso, *e *ill ,uic-ly re$ie* some of the important -ey *ords needed to complete the *or-sheets during the lesson. .ne of my more important o)ser$ations *ill )e to ensure that students understand ho* to find the information to complete the *or-sheets. +or the acti$ity, % *ill o)ser$e the students as they complete the *or-sheets. % can circulate around the classroom and assess if students are finding information properly, could they ans*er ,uestions % may asthem and if they are *or-ing effecti$ely. +or my closure, % *ill assess if the students met their goal that they set during the )eginning of the class. #s *ell as their sharing of some specific facts that they learnt in today"s lesson. )( 0hat are the major *hysical +eatures in each *rovince: /( 0hat are the various natural resources +ound in each *rovince: 2( 0hat is the relationshi* bet1een those natural resources and industry in each *rovince: 0or;sheets

8ey 9uestions/

Products/Per+orman ces&

L!"R5$5G R!SOURC!S CO5SULT!D

#l)erta Program of Studies 0risten 1ar-er"s 2or-sheets 3arious te(t)oo-s

"T!R$"LS "5D !9U$P !5T

0or;sheets Document Camera Smartboard Pencil Te4tboo;

PROC!DUR!
Prior to lesson Attention Grabber and Assessment of Prior Knowledge Students *ill ha$e completed different portions of their pro$ince pro&ect. $ntroduction Time 4o )egin the class, % *ill retrie$e the )uc-et that contains the 10 min popsicle stic-s that has each student"s name *ritten on them. % *ill dra* popsicle stic-s and ha$e each student *hose name %

Adapted from a template created by Dr. K. Roscoe

Advance Organizer/Agenda Transition to Body

Learning Activity #1

Assessments/ Differentiation:

called out stand up *ith his5her partner and each share an interestin% +act that they +ound durin% their e4*loration o+ the te4tboo;s and from the prior lesson. 2e *ill continue to do this tas- until e$eryone has had a chance to say an interesting fact. 4his *ill act not only as my attention gra))er )ut an assessment of prior -no*ledge. #fter*ards, % *ill re$ie* *ith the class/ 2hat is a physical feature6 2hat is a )ody of *ater6 2hat is a natural resource6 2hat does industry mean6 #genda *ill not )e communicated to*ards the class as it is used as an organi7ational tool for myself. 2or-sheets *ere created prior to class along *ith the demonstration *or-sheet for students to o)ser$e during the introduction. 4o transition into the main part of the lesson % *ill use the document camera to demonstrate to the students the *or-sheets that they *ill )e completing during the class time. % *ill ha$e completed half of the *or- on the pro$ince of #l)erta to sho* students a $isual of *hat it should loo- li-e during the time they are gi$en to *or- on the products. $ 1ill heavily em*hasi<e 1hat *a%es and te4tboo;s $ +ound the in+ormation needed to ans1er the =uestions( #lso, % *ill create a goal *ith the students on *hat is an accepta)le portion of *or- to )e completed at the end of the class time. '(. 8alf, 4hree 9uarters and etc. 2e *ill also discuss the different approaches the students they could ta-e in order to completing the *or- *ith their partner. Should they ta-e one sheet each to do6 Do )oth sheets together6 !ain points/ Demonstrate ho* to complete *or-sheet Demonstrate ho* to find the information in the te(t)oo Set goals and strategy to complete the *or-sheet #ody 0or;sheets/ 4he students *ill *or- in their partnerships on t*o different *or-sheets that *ill help complete t*o different portions of their final pro&ect. 4he first *or-sheet helps students )y ha$ing them find information regarding the physical features of their pro$ince :)odies of *ater, mountains, prairies and etc.; 4he second *or-sheet *ill help students )y ha$ing them find information regarding the natural resources that can )e found in their designated pro$ince and ho* these resources impact the industries of their pro$ince. Students *ill )e a)le to ans*er -ey ,uestions ,). 0hat are major *hysical +eatures in each *rovince, ,/. 0hat are the various natural resources +ound in each *rovince and ,2. 0hat is the relationshi* bet1een those natural resources and industry in each *rovince( 4o assess and o)ser$e the students % *ill )e circulating around the classroom to ensure students are *or-ing efficiently and effecti$ely. % *ill )e assessing students )y as-ing them little ,uestions li-e *hat ha$e you found6 2hat is the )iggest )ody of *ater in your pro$ince6 #nd etc. % *ill do this so students *ill ha$e a chance to relay information they are learning to me so % can assess their learning in turn. % *ill also circulate around the classroom and offer assistance to *hoe$er may need some help. Closure

10 min

Time

30 minutes

Time

Adapted from a template created by Dr. K. Roscoe

Assessment of Learning

!eedbac" !rom #t$dents

!eedbac" To #t$dents

Transition To %e&t Lesson

%n order to )ring the class )ac- together for our closure, % *ill perform the same type of popsicle stic- acti$ity that *e did in my introduction of the lesson. % *ill dra* popsicle stic-s from the )uc-et and as- students to share a piece of information that each partner learned during their *or- period in the class. #lso, the students and myself *ill chec- to see if *e met the goal that *e set at the )eginning of class. #fter*ards, they can put their pro&ect materials a*ay and get ready for their lunch period. 4he feed)ac- % *ill recei$e from the students *ill )e spread out during the entire lesson. % *ill use some of the different checin"s % learnt throughout the year to assess if students are understanding the procedure of completing the *or-sheets. 4he feed)ac- % can also recei$e from the students is through their *or-. % *ill as- for *or-sheets to )e handed in so that % may see their progress in the class and to dou)le chec- that the students are on the right path. 4he feed)ac- % *ill present )ac- to the students *ill most li-ely )e performed during the acti$ity portion of the class. % *ill circulate around the classroom and o)ser$e their *or-. %f the students are *or-ing *ell and finding correct information % *ill ac-no*ledge their efforts through $er)al comments. %f % find that a group of students are struggling *ith the *or-sheets, % *ill assist the students or gi$e them a couple of cues5hints to help them. .ptional/ *rite comments and hand )ac- their *or-sheets for their ne(t *or- period. Students *ill continue to complete different portions of their pro&ect.

10 min

Adapted from a template created by Dr. K. Roscoe